by Matthew Mahavongtrakul | Mar 7, 2020 | 390X
Marc Sprague-Piercy, Department of Molecular Biology & Biochemistry The current thinking in pedagogy is moving away from the traditional classroom model. In the traditional classroom for large classes of undergraduates there is a clear plan. The students are given...
by Matthew Mahavongtrakul | Mar 7, 2020 | 390X
Emily M. Slonecker, M.A, Department of Psychological Science What is your first thought when you hear the word “icebreaker”? If your first thought is the sound of 200 students groaning in unison, you just might be an educator. There is growing body of evidence to...
by Matthew Mahavongtrakul | Mar 6, 2020 | 390X
Negin Sattari, Department of Cognitive Sciences Group Versus Individual Project Often students’ faces announce dissatisfaction when a group project is proposed during the first session of the class as a part of the final examination. The complaints are mainly coming...
by Matthew Mahavongtrakul | Mar 6, 2020 | 390X
Deanna Myers, Department of Chemistry Group work. Just hearing the phrase brings up feelings of dread in many students. I remember feeling this way when I entered an upper-division chemistry course at my undergraduate institution. When the professors told us we would...
by Matthew Mahavongtrakul | Mar 6, 2020 | 390X
Francisco J. Mercado, Department of Physics & Astronomy When we think about a physics classroom, more often than not, the picture that comes to mind is an ‘all-knowing’ professor standing at the front of a classroom writing on a blackboard while some of the...
